Explores contemporary methods and trends in the teaching of high school theatre, emphasizing the following: management of a production program; critical response to artistic experiences; contexts of theatrical works; connections within the arts; and pedagogy. Attention is given to AATE standards and Washington State Essential Academic Learning Requirements in the Arts.

Assists students in developing a theologically, philosophically, historically, and politically informed understanding of how religious and other moral considerations are properly addressed in schools. Specific attention is also paid to how Christian ideas and commitments can shape the theory and practice of education.

Examines historical aims and practical challenges related to popular education from the colonial period to the present. Democratic citizenship, equality of educational opportunity, and other major ideals of the common school will be discussed, with specific attention to how these ideals relate to present-day issues in education.

Presents classroom management in the context of educational philosophy, law and adolescent psychology. Provides an opportunity for pre- and in-service teachers to develop a coherent classroom management plan for use in their classrooms.

Studies developmental psychology, sociology, morality, spirituality, developmental domains, and learning theory as they apply to students in the context of the classroom, school, family, neighborhood, and the greater contextual community. Implications for teaching are explored.

A capstone experience that provides students with an opportunity to analyze their growth as emerging professionals in comparison to internship experiences, coursework, and program assessments. Students also interpret their roles as teacher leaders as they participate in state and national education initiatives. Employment related activities such as resume writing, interviewing, and applying are also covered.

The first of a two-course sequence addressing general instructional inquiry, teaching methods, and standards-based assessment common to all classrooms. Develops attitudes and skills necessary to provide sound classroom instructional experiences that positively impact student learning. Assists teachers as they develop the skills and judgment needed to integrate inquiry and assessment into instruction. Includes microteaching.

The second of a two-course sequence addressing applied instructional inquiry, teaching methods, and standards-based assessment in the classroom. Focuses on integrating inquiry approaches with instruction and assessment. Includes analysis of formal and informal assessment activities, reflective assessment, the use and interpretation of standardized instruments, the analysis of student work and structured classroom observations.

This first of a four-course sequence addressing general and content-specific teaching methods, standards-based assessment, and professional issues for math and science teachers. Focuses on planning for instruction, inquiry-based teaching strategies; and introduction to state and national math and science standards. Includes microteaching.

The second of a four-course sequence addressing general and content-specific teaching methods, standards-based assessment, and professional issues for math and science teachers. Focuses on content-specific instructional strategies; formative assessment, including analysis of student work; structured classroom observations; and introduction to professional organizations.

The third of a four-course sequence addressing general and content-specific teaching methods, standards-based assessment, and professional issues for math and science teachers. Focuses on assessment, particularly development of skills and judgment needed to integrate assessment into instruction; and analysis of teaching practice.

The fourth of a four-course sequence addressing general and content-specific teaching methods, standards-based assessment, and professional issues for math and science teachers. Focuses on research in improving teaching, including choice of effective instructional strategies; reflection on the relationship between theory and practice; planning for ongoing professional development, and other professional issues.

Prerequisite: EDMA 6432. Provides an introduction to interdisciplinary methods for elementary and middle level instruction in science, health, and social studies. Integrated approaches to science and mathematics are encouraged as well as development of research and experience-based principles of effective practice for encouraging the intellectual, social, and personal development of students. Coursework will focus on inquiry-based instruction.

Prerequisite: EDRD 6529. Presents an overview of interdisciplinary methods for elementary and middle level instruction in language arts, social studies, and humanities instruction. Provides a functional approach to content-centered instruction for teaching reading and writing skills simultaneously with an emphasis on skills needed by elementary and middle level students to learn content from a variety of sources and materials.

Overviews the theoretical paradigms of second language learning and teaching; definition and evaluation of communicative competence; strategies for teaching skills of listening, speaking, reading and writing; and selection and development of instructional materials, including new technology.

A survey of methods for instruction in elementary classroom music and secondary general music programs. Includes exposure to current materials available for instruction in those settings and preparation of materials appropriate to age levels.

A survey of the teaching methods, rehearsal techniques, and choral organization from the elementary school chorus through the adult choir. Emphasis is on development of diagnostic rehearsal skills through special class projects and survival skills for the beginning choral director.

A survey of the instrumental music program, grades 5-12. Emphasis is on examination of appropriate teaching materials, teaching methods for various program levels, program planning and development, and evaluation of learner progress. Experience in planning and presenting model learning experiences in instrumental music is provided.

Explores methods and strategies for teaching family and consumer science concepts. Provides opportunity for skill development in teaching presentation techniques that utilize the lecture/demonstration method. Emphasizes a critical understanding, development, and organization of the subject content that promotes student learning and meets national and state standards.

Addresses theoretical and practical issues including philosophies of curriculum, curricular goals and objectives, alternate conceptions and designs of curriculum, process and content possibilities, planning with respect to scope and sequence, and the role of educators in the selection and development of curriculum materials. Students who successfully complete the course will be able to articulate the relationships between theoretical and practical models and will be able to critically assess, implement, and design developmentally appropriate curricular experiences for school and school-related environments.

Provides an overview of the theoretical bases and practical implications of multicultural education. Examines cultural pluralism in our society and emphasizes strategies to reduce prejudice and bias in our schools. Assist students in understanding and becoming aware of working with and teaching diverse groups within the educational setting. Examines the complex issues facing educational environments which include issues of race, class, gender, religion, ethnicity, and exceptionality.

This course will contrast views of teaching and provide experience in reflective practices of lesson analysis through the review of written documents and video-taped lesson segments. Aiming to build professional capacity and skill in collaboration with other teachers in school settings, this lab course will be available to practicing teachers in school settings.

Discusses the principles and elements of art as related to a variety of media with direct application for the classroom. Special emphasis is placed on the role of art in the curriculum and understanding the perceptual development of children. Studio periods will be augmented with lectures and discussion.

This course addresses the responsibilities of professional educators beyond the classroom, including communication with parents, colleagues and external agencies within the community; and collaboration with peers, administration, district and state personnel. Teacher leadership and school improvement processes provide the framework for these explorations of effective collaboration.

Develops attitudes and skills necessary to provide sound classroom assessment experiences that yield accurate, usable information for students, teachers and parents. Assists teachers as they develop the skills and judgment needed to integrate assessment into instruction. Focuses on integrating instruction and assessment and includes analysis of teacher-made tests, informal assessment activities, the use and interpretation of standardized instruments, reporting procedures and other sources related to student growth in academic, social and psychomotor areas.

Explores the linkages between human spirituality and positive psychology. The usefulness and appropriateness of utilizing the students' expressions of spirituality in the educational setting to further their personal-social and educational development are also discussed. The course examines the major theories, research, ethical concerns, and best practices relating to spirituality-positive psychology connections. Through course activities and readings, participants will gain a richer understanding of their own spirituality and learn to dialogue effectively about others' spiritual formulation. Participants are asked to articulate their own spiritual lens and how it might influence their work with school-age children. Various approaches and materials that can assist counselors/educators in matters of student spirituality are explored.

Enables students to collect work related to Curriculum and Instruction program standards created in their various developmental efolio(s), collectively reflect on the implications of this work, and prepare and share a presentation portfolio. Also addresses the Comprehensive Examination questions that relate to the Curriculum and Instruction program standards.

Introduces the critical elements leading to successful teaching. Provides opportunities to become familiar with the changing standards and expectations that result from Washington state's educational reform movement.

Prerequisite: Admission to the School of Education. Requires 20 hours of observation and assistance at the opening of a school year in a program that reflects the level and subject matter preferred by the teacher candidate. Observations includes faculty meetings, preparation days and in-service workshops that take place prior to student arrival. Includes content dealing with child abuse. Considers the impact of abuse on student learning. Informs educators of their professional responsibilities in reporting abuse, and teaching students about prevention.

Prerequisites: EDU 6975, 6976; approval of application and proposal by supporting professor and director of graduate studies. Involves the practical application of knowledge and skills which results in a product useable in the individual's professional or potential role. This is approved and supervised by a faculty member with expertise in the selected area of study. May be repeated for credit 2 times.

The first of a two-course sequence on research methods in education, emphasizing the concepts, procedures, and vocabulary of quantitative research. Covers descriptive statistics, probability and the normal distribution, educational measurement, and research designs. Prepares students to critically evaluate research articles and to develop an original research proposal.

Prerequisite: EDU 6975. Teaches students to apply statistical concepts in a research setting and experience the excitement associated with research. Emphasizes understanding the use and interpretation of inferential statistics techniques. Prepares students to become aware of the relationship between statistics and research methodology and develop skills to critically analyze research in the behaviorial sciences.

Investigates research methods and findings in math and science education, including research into student thinking and how people learn, curriculum design, instructional strategies, and assessment methods.

This course includes analysis of a school or classroom-based action research project. An emphasis on data collection and analysis will shape the presentation of the Action Research project to an audience of the teacher's peers, administration, and university network.

Introductory field experience designed to familiarize prospective teachers with classroom procedures, teaching methods and learner needs. Included is a seminar which examines professional ethics, legal rights and responsibilities of teachers, professional organizations and extracurricular responsibilities. May be repeated for credit up to 6 credits.

A capstone experience that provides students the opportunity to collect work related to the Teacher Leadership program standards created in various development efolio(s), reflect on the implications of this work, and prepare and share a presentation portfolio.

Prerequisites: EDU 6975, 6976. Makes formal investigation, under the direction of a committee assigned by the director of graduate studies, into a research question that involves original data and primary sources and results in a scholarly manuscript suitable for binding and possible publication. Requires demonstrated, acceptable progress on thesis study; and periodic conferences with major advisor. May be repeated for credit up to 9 credits.

Studies teaching/learning theories with applications to instructional settings. Examines constructivism, developmentalism, behaviorism, cognitive science and information processing. Students will be expected to articulate strengths and weaknesses of various theories and to make specific applications to their area of emphasis.

Examines curriculum design based on an advanced study of theoretical constructs of the curriculum. Discusses the academic centered, society centered and learner centered models. Students will be expected to develop a curriculum design appropriate to their areas of emphasis that includes significant research findings as well as specific curricular applications.

Prerequisites: EDU 6120, 6085. Studies emerging and controversial issues in education. Issues will be chosen on the basis of their present significance and their potential for fundamental change in the educational system. Students will be expected to study the issues in depth and to develop written and oral positions.

The course provides students with an overview of past developments, emerging trends, relevant research findings, teaching and learning methods, and prominent ideas in global education. The nature and quality of research in global, comparative, and international education represent a particular focus of the course. Students will be expected to participate interactively and to show evidence of reflection on the purposes and design of education as it is organized in societies around the world. A key question organizing the seminar is, how do different approaches to educational theory, practice, and research inform our perspectives on teaching and learning, educational policies and requirements, and expectations of teachers and students in an increasingly interconnected, global society? May be repeated for credit up to 6 credits.

Prerequisite: EDU 7973 is recommended. This course is designed to extend students' knowledge of psychoeducational techniques, with strong focus on processes underlying the development of interventions to support student learning. Planning and implementing curriculum that corresponds with the findings of student assessment as well as current accountability assessment systems are examined. Advanced methods of scale development are presented, including, e.g. confirmatory factor analysis and item response theory.

This graduate level course examines research and applications of current learning and development theories. Building upon prior coursework, students will more intensely focus on selected theories. Topics may include, but are not limited to, cognitive development, information processing, moral and spiritual development, social psychology, and motivation.

The course content provides students an understanding of complex organizations in their historical context, the development of major frames, metaphors, images, and theories of complex organization, and the implications these present for organizational design, change, management, and leadership.

This optional seminar (may be used as elective credits) serves as a "bridge" course for those new education doctoral students and is designed to review as well as introduce basic and advanced quantitative research methods and statistical analyses skills and concepts. Discussion of SPSS is also included. This course takes a conceptual rather than mathematical approach to learning the topics under discussion.

Prerequisites: EDU 7972, 7973, and 7974. This seminar is designed to review basic and advanced statistical analyses skills and concepts. The course should assist students with preparation for their research comprehensive examinations.

Prerequisites: EDU 7101, 7102. This seminar is designed to review current theories and research in Curriculum and Instruction and in the foundations of education. The course should assist doctoral students with preparation for their research comprehensive examinations.

Students will instruct a graduate level course in their area of doctoral specialization with close supervision from a School of Education professor. Students will plan the course, write the syllabus, and serve as the primary instructor and evaluator. May be repeated for credit up to 6 credits.

Prerequisite: EDU 7300. Focuses on social science research methodology including quantitative and qualitative research designs, descriptive statistics, and univariate and multivariate statistical analyses. The first in a sequence of three courses; the course must be taken in sequence and is designed to prepare the student for the production of a dissertation.

Prerequisite: EDU 7972 or equivalent within the last two years. Focuses on social science research methodology including quantitative and qualitative research designs, descriptive statistics, and univariate and multivariate statistical analyses. The second in a sequence of three courses; the course must be taken in sequence and is designed to prepare the student for the production of a dissertation.

Prerequisite: EDU 7973. Focuses on qualitative research designs. The third in a sequence of three courses; the course must be taken in sequence and is designed to prepare the student for the production of a dissertation.

Prerequisites: EDU 7101. 7102, 7972, and 7973, can be taken concurrently. Students write a scholarly paper and present it to the educational community. Evaluation of the scholarship and colloquium is conducted by the graduate faculty in the School of Education.